Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

Erin A. Jant*, David H. Uttal, Robert Kolvoord, Katherine James, Camille Msall

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Geospatial technologies, such as geographic information systems (GIS), remote sensing, and GPS have been used in a variety of educational settings to help improve student learning. A sample of 53 high school seniors was recruited from the Geospatial Semester (GSS), a course that emphasizes the use of GIS for problem-solving and students in AP Physics and AP History served as a comparison. GSS students’ spatial thinking and problem solving improved across the school year in contrast to Comparison Group. Results suggest that GIS-based instruction can be used to enhance students’ use of spatial reasoning when solving STEM-relevant problems.

Original languageEnglish (US)
Pages (from-to)22-31
Number of pages10
JournalJournal of Geography
Volume119
Issue number1
DOIs
StatePublished - Jan 2 2020

Keywords

  • Education
  • STEM
  • geographic information systems
  • problem solving
  • spatial thinking

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Earth-Surface Processes

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